MGT201 | Management | International Students Choose Australia

Australia provides an enlightening experience that gives an actual difference. It provides an exclusive sort of learning and an education style which inspires students to be innovative, think critically and be creative. Alumnae from Australia are much successful in getting jobs and embrace good positions worldwide. Moreover, their certifications are generally acknowledged for advanced study at top international universities (Billett, Cain & 2018.

India and Pakistan students choose to study in Australia because of the number of reasons. 

The Country observed most of their students to permanent employment after school this also may lead to Permanent Residency for students who are willing to reside there after the finishing their education(Johnson, et al. 2016)

Australia is considered by Indians and Pakistan’s to be No.1 when it comes to Foodstuff, Security, wine, and sociability(Marginson, vol 542015). Moreover, worth and an internationally recognized education, Australia is identified for its eminence of life, outdoor lifestyle, sporting, besides sun-kissed stuck that entice heaps of visitors every year.In the past period, many undergraduates have preferred Australia that one out of every three of international undergraduate studying in Australian universities are based in India and Pakistan (Baylis, Smith, & Owens, 2017).

Reasons Driving Students From India And Pakistan To Come To Australia

The subtleties of tertiary education in connects the change to academic assembly and growing students’ admittance and to enhance fictions and roles in a captivating international claim for university education(Idris & Seery, p.1-24,2018). The study intentions are to justify the availability of private universities in the third world countries because of the deteriorating of the federal scheme over scarce capitals and provision that are established on ethnic consciousness and continuing aids that are carried out by the various platform of education. The current phase of Pakistan education scheme is a vestige of eras of imperialism and colonization Gardine & Kwek, vol, 56 sec 4 p. 496, 2017. The tertiary education system is grieved by the absence of prospectus advancement and acknowledged to sub-standard eminence before it was transformed beneath the American ideal (Luke, 2018) the tertiary education construction is typically affected by religious believes in the country). The non-existence of suitably competent teachers prolonged the previously prowling deficiency which furthers by lack of materials and facilities. Fewer students finished their secondary studies because of the striking high poverty level, therefore, broadening discrepancy of revenue. Because the programme is not sensitive to the country’s necessity, several students are impressed by the want to go abroad to obtain the enhanced education (Yan, 2017).

Furthermore, learning structure in Pakistan been considered to colonization which has ignited mass migration throughout the liberation time and is presently realizing many social and economic challenges like illiteracy rate and thrilling poverty (Collins, Ishikawa ,&Ma, vol,24, sec 4, p.2029 2017). Lacks triumph in reforming the education structure is relatively high because of the deception and high rate interest towards the improvement of the process of learning as realized by the prevailing views and ethnicities, admittance to learning institution is regularly limited by gender age financial ability terror attacks and physical(Lingard, Thompson & Sellar 2015)

Australia gives three Main Benefits to the International student; Social and friendly Australians, Low cost of living and top quality education. The students are permitted to work for at most 25 hours a week. The endorsement environments allow the students to work through irrespective of holidays and weekends (Click, Wiley& Houlihan, vol 78, sec3 2017).

Australia gives a two-year post-study job authorization for students once they have completed two-year full-time training and prosperous completion of coursework.

Australia is a country with different cultures it has plenty opportunities to mingle and bond with the individuals of your nations with sufficient ethnic restaurants that make students miss their mother countries (Ng, Haslam & Cruwys vol,28 sec 3, p.169,2018).

About twenty 20% of Australian residents are born in foreign countries making the country diverse. Over 800,000 people of Pakistan and Indian origin are based in Australia. The state offers modest tuition payment in contrast to the international institutions in the United Kingdom and the United States. ( Heng, vol,22 sec, 2018)

Some of the Universities that most of the India and Pakistan students choose to enroll at are the few among the best in the world to international students(Abroad,vol.29, sec 2, p.96-112). They include: University Of Melbourne ,University of New South Wales, University of Queen island Monash University, University of Sydney Australian National University, University of Western Australia, University of Adelaide Royal Melbourne Institute of Technology, Macquarie University, Deakin University, La Trobe University and Kings Own University (Robertson,Line, & Thomas, vol 19 sec 1, p. 89-102).

How Koi Helps Students Fulfil Their Goals.

Effects of KOI to facilitate the archiving calls, koi facilities like good alumni to help international students to get professional jobs, setting emigrational desk to help guard and motivate students advance causes and best teaching methods Yoon & Portman, vol 33, sec 1, p,33-44,2004).

King’s Own Institute balances the customs of high education with modern practical and global commercial village of today’s practices. Students studying in the Kings Own Institute have many benefits: personally, professionally and commercially, and is rapidly launching a reputation for higher education (Olivas & Li, 2006).

Medium lecture rooms and regular admission to sections, experienced and high-quality lectures, mean undergraduates get to advance to a valued industry views in their journey of learning(Daily, Farewell, Kumar &, 2010). Leading-edge environmental amenities and spaces that allow learners to counterfeit a firm basis to business working life and technologies that are used. These and other free English tuition, modern university library research services, and facilities and supported internship opportunities which are uncluttered to others to show determination and dedication to certify that KOI motives are to ultimate basis for achieving international career. (Mori, vol.2.p.137-44, 2000)

The AIPPS Internship program is among the practical learned experience offered to selected KOI learners. Having accomplished at least of fifty percent of the designated modules together with GPA of 3.5 and above is entitled to a scheme that students gain valuable world labor experience many days prior to their graduation, aiding from an appealing edge as they move in an inexpensive graduate market(Ali, et al,vol 24, sec1,p.70-94 2016).

Post-internship placement components include LinkedIn training, a letter of recommendation, and inclusion in AIPP’s sought-after talent pool, all of which further cement KOI’s reputation for being jobs and career-start specialist (Lee, Jon, & Byun, 2017, vol, 22, sec2, p.136, 2017)

KOI’s state-of-the-art campus is located in a strategic location specially prepared to meet the needs to satisfy various needs of a modern student. They have comfortable and spacious, study rooms and the all-campus gives useful study highly-functional amenities of students in this age of digital development and inventions, KOI graduates may immediately reveal capability and ease with technology and early success (Misra & Castillo, vol, 11 sec2.pg.132, 2004).

KOI’s computer facilities offer the latest software and technologies and have sufficient terminals to serve every academic need. With Wi-Fi throughout KOI, students can access the internet anywhere, 24/7. Every student gets a generous free data allowance for Internet usage each trimester (Mazzarol & Soutar, 2002).

Preliminary the lucrative package, students master practical interview exercise in vital self-promotion – a rewarding life-long talent. Students also get scheduled one-on-one sessions and a resume polishing service, ensuring awareness of the best personal presentation. KOI seeks to match students with the perfect placement, monitoring and supporting participants for the duration of the course and with much success (Sherry, Thomas & Chui, 2010)

References

Abroad Programs: A Case of Indian Business School Students. Journal of Teaching in International Business, 29(2), pp.96-112

Ali, F., Zhou, Y., Hussain, K., Nair, P.K. and Ragavan, N.A., 2016. Do higher education service quality effect student satisfaction, image, and loyalty? A study of international students in Malaysian public universities. Quality Assurance in Education, 24(1), pp.70-94.

Baylis, J., Smith, S., and Owens, P. eds., 2017. The globalization of world politics: an introduction to international relations. Oxford University Press

Billett, S., Cain, M. and Le, A.H., 2018. Augmenting higher education students’ work experiences: preferred purposes and processes. Studies in Higher Education, 43(7), pp.1279-1294.

Click, A.B., Wiley, C.W., and Houlihan, M., 2017. The internationalization of the academic library: A systematic review of 25 years of literature on international students. College & Research Libraries, 78(3).

Collins, F.L., Ho, K.C., Ishikawa, M. and Ma, A.H.S., 2017. International student mobility and after?study lives: the portability and prospects of overseas education in Asia. Population, Space, and Place, 23(4), p.e2029.

Daily, C.M., Farewell, S. and Kumar, G., 2010. FACTORS INFLUENCING THE UNIVERSITY SELECTION OF INTERNATIONAL STUDENTS. Academy of Educational Leadership Journal, 14(3).

Glass, C.R., and Westmont, C.M., 2014. Comparative effects of belongingness on the academic success and cross-cultural interactions of domestic and international students. International Journal of Intercultural Relations, 38, pp.106-119.

Gardiner, S. and Kwek, A., 2017. Chinese participation in adventure tourism: A study of generation Y international students’ perceptions. Journal of Travel Research, 56(4), pp.496-506.

Johnson, L., Becker, S.A., Cummins, M., Estrada, V., Freeman, A., and Hall, C., 2016. NMC horizon report: 2016 higher education edition (pp. 1-50). The New Media Consortium.

Heng, T.T., 2018. Different is not deficient: Contradicting stereotypes of Chinese international students in US higher education. Studies in Higher Education, 43(1), pp.22-36

Heggins III, W.J., and Jackson, J.F., 2003. Understanding the collegiate experience for Asian international students at a Midwestern research university. College Student Journal.

Idris, A., Ion, G. and Seery, A., 2018. Peer learning in international higher education: the experience of international students at an Irish university. Irish Educational Studies, pp.1-24

Lee, J., Jon, J. E., & Byun, K. (2017). Neo-racism and neo-nationalism within East Asia: The experiences of international students in South Korea. Journal of Studies in International Education, 21(2), 136-155.

Lingard, B., Thompson, G. and Sellar, S. eds., 2015. National testing in schools: An Australian assessment. Routledge

Luke, A., 2018. Critical literacy in Australia: A matter of context and standpoint. In Critical Literacy, Schooling, and Social Justice (pp. 168-188). Routledge.

Marginson, S., 2015. Is Australia overdependent on international students?. International Higher Education, (54)

Mazzarol, T. and Soutar, G.N., 2002. “Push-pull” factors influencing global student destination choice. International Journal of Educational Management, 16(2), pp.82-90.

Misra, R. and Castillo, L.G., 2004. Academic stress among college students: Comparison of American and international students. International Journal of Stress Management, 11(2), p.132.

Mori SC. Addressing the mental health concerns of international students. Journal of Counseling & development. 2000 Apr;78(2):137-44

Ng, N.W., Haslam, S.A., Haslam, C. and Cruwys, T., 2018. “How can you make friends if you don't know who you are?” A qualitative examination of international students' experience informed by the Social Identity Model of Identity Change. Journal of Community & Applied Social Psychology, 28(3), pp.169-187

Olivas, M. and Li, C.S., 2006. Understanding stressors of international students in higher education: What college counselors and personnel need to know. Journal of Instructional Psychology, 33(3).

Robertson, M., Line, M., Jones, S. and Thomas, S., 2000. International students, learning environments and perceptions: A case study using the Delphi technique. Higher Education Research & Development, 19(1), pp.89-102

Singh, N. and Srivastava, D.K., 2018. Factors Affecting Students’ Preferences to Study.

Sherry, M., Thomas, P. and Chui, W.H., 2010. International students: A vulnerable student population. Higher education, 60(1), pp.33-46.

Yan, K., 2017. Chinese international students' stressors and coping strategies in the United States. Springer Singapore

Yoon, E. and Portman, T.A.A., 2004. Critical issues of literature on counseling international students. Journal of Multicultural Counseling and Development, 32(1), pp.33-44.